Research Article
Tieu Thi My Thi Hong, Hoang Thi Thinh, Hoang Thi Thuan, Nguyen Thi Hanh
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep656
ABSTRACT
This study explains the mechanisms through which self-regulated learning (SRL) competence contributes to perceived learning effectiveness (PLE) among pre-service (PS) teachers in flipped classroom (FC) settings, with particular attention to the sequential mediating roles of student engagement (ENG) and learning satisfaction (SAT). Grounded in SRL and engagement theories, a mediation model linking SRL competence, ENG, SAT, and PLE was proposed and empirically tested in flipped teacher education courses in Vietnam. Data were collected from 1,119 PS teachers across multiple teacher education institutions. Structural equation modeling indicated that SRL competence strongly predicts ENG, while its direct effects on SAT and PLE are comparatively weaker. ENG significantly influences both SAT and PLE, and SAT emerges as the strongest predictor of PLE. Notably, the sequential pathway from SRL competence through engagement and satisfaction represents the most substantial indirect effect in the model, accounting for a large proportion of variance in PLE. These findings suggest that SRL competence enhances learning outcomes primarily by activating engagement and fostering SAT rather than through direct effects alone. The study advances FC research by elucidating the cognitive, behavioral, and affective mechanisms underlying PLE and offers practical implications for designing engaging and satisfying flipped teacher education environments in Vietnam.
Keywords: Self-regulated learning competence, Student engagement, Learning satisfaction, Perceived learning effectiveness, Flipped classroom, Pre-service teacher education
Research Article
Norma Torres-Hernández, María-Jesús Gallego-Arrufat
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep399
ABSTRACT
The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers’ enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors’ data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.
Keywords: data protection, pre-service teacher education, pre-service teachers, primary education, privacy